1. Give a literature review on what is the importance of this characteristic for Positive Psychology?
2. Introduce a self-developed training programme aiming to increase the target construct:
• Rational for the component
• Target sample
• Steps
• Expected impact
• Measurement of the impact
• Potential side effects.
During the World War II the impact of psychology developed into a science which was dedicated to healing. It focused on repairing the injured by way of disease model of the functioning of human (Leontiev, 2013) This paid less attention to the flourishing community and accomplished individual. It also overlooked the probability of constructing strength which is the most powerful weapon in the armory of the therapy. Positive psychology seeks to bring about a transform in psychology from a concern to mend the worst issues in life along with the development of the qualities which are best for the life. The positive psychology area is about well-being, satisfaction, joy, flow, happiness, sensual pleasure which are subjective positive experiences and the practical cognitions of the future which are hope, optimism and faith (Nichols & Molix, 2013) The capability of vocation and love, interpersonal skill, courage, perseverance, originality, forgiveness, future mindlessness, wisdom and high talent are a part of the individual level psychology. While in the group level it is the institutions and civic virtues which take an individual to a superior citizenship like nurturance, responsibility, civility, altruism, tolerance, moderation and ethics of work (Schueller, 2010) There are two elementary focus of psychology which is making the people’s life better and the other is to nurture genius, which was forgotten. It is not the research that modified with the funding rather the prevalence of theories which underlined the way we viewed ourselves. Psychology saw itself as a field in the health professions which were termed as “victimology”. Human beings are seen as the passive focal point- the occurrences of stimuli and extracting of the responses. The support from external strengthened or weakened the responses or drives instincts or tissue needs. The childhood conflicts pushed the individual around (Wilkinson & Chilton, 2013). Then after the experimental focus of psychology shifted to cure and assessing the sufferings of an individual. There also been researches on the psychological disorders and the negative impacts of stressors such as death, parental divorce and sexual and physical abuses. Most practitioners treated the mental illness in the framework of a disease patient to repair damage such damaged childhood, damaged drives, damaged habits and damaged brains. The message of positive psychology progress is to ring a bell that the field has been distorted. It is not only a study of weaknesses, damages and disease but is also a study of the virtue and strength. The treatment of the same not only means fixation of the wrong but it also means that the constructing which is right. Psychology not just signify health or illness, it also represents the education, work, growth, insight, love and play, and in this pursuit, psychology do not depend on the wishful philosophy, hand waving or self-deception, rather it struggles to settle in what is best for the unique problems which the humans portray in its complexities (Wilkinson & Chilton, 2013
In the emerging field of psychology the positive emotions, strengths and positive situations are the new outlook within this field. This wide and build up theory tells that the individuals experiences of the emotions which are positive widens the temporary thought process of the people which thereby provides in constructing their tolerance of the personal resources which ranges from intellectual to physical resources to psychological and social resources. It is seen that the capacity to understand the positive emotions may be the essential strength of humans to flourish. The healing and the repair approach in psychology has been principal issue which is to be valued. It is much easier to familiarize yourself with the direction of change if the objective of such a change is to reinstate to the normal state. It is likely that the evolution of human and the ontogenesis has developed the patterns of strength of action, perception and reaction on an unintended level (Nichols & Molix, 2013).
The enduring meditation on mindfulness upholds the supervisory functioning and the capability of maintaining attention. The field of effective mindfulness has not been critically explored but the training on meditation affects the mood and cognition when it is compared to an vigorous control group. It is seen that when the participants are being trained for the sessions of either listening to a pre-recorded book or meditation, they have been found with no experience in meditation and were assessed with appraise of verbal fluency, good mood, working memory and visual coding. These interventions are effective to advance the mood. A participant who experiences meditation training on extensive basis is found to show development in the cognitive performance. Interventions which are based on the mindfulness training have now become popular on an increased basis. It engages in fetching the attention of an individual to the external and internal experiences which occurs in the current moment and is trained by way of varied exercises on meditation (Moore, Gruber, Derose & Malinowski, 2012)
We all know that the hope of an individual is distinguished by the achievement of a desired goal. It is seen that hope encompasses two judgments which occur concurrently 1) the evaluation that one is capable of extracting pathways thinking.2) the evaluation that one is able of executing the achieved goals as desired (agency thinking). The accumulation of pathways thinking and agency thinking gives rise to the experience of hope and with this link it is seen that the people who have hopes have the believe to achieve their goals. It is the identified capability to fetch the pathways of the goals that are desired and thereby motivating oneself through agency thinking to utilize the pathways (Ramsburg & Youmans, 2013).
The practitioners in the resilience research have led to a revolution of pondering over the treatment and origins of the psychopathology. It has become a common term in the medical and behavioral sciences, where it is explained in varied ways how to recover from stress, or to familiarize yourself with the circumstances which are stressful. The focus of the clinical research on the children at risk for the psychopathology which has been either to scrutinize the outcome of the adversity or the unfurling of the process of risk which accounts to the etiology of the disorders. The facts are important enough to improve the best developmental results of the children (Bonanno & Diminich, 2012). The resilience study has progressed in four key waves of research which has shaped up as a framework for practice. These waves of work has capitulated nice explanations of the phenomenon with the simple concepts and tactics which concentrates on an individual. It has got more self-motivated resilience accounting, accepting a system of developmental approach and investigation on the positive version of risk adversity, and concentrated on the individual’s transactions. The third wave has created resilience by way of intervention which is directed at the altering the pathways of development. The final wave which is rising currently concentrates on the integration and understanding of resilience across various ranks of analysis with the intention of growth of neurobiological and epigenetic processes, the development of brain and the means of interaction of outlining the development (Bonanno & Diminich, 2012)
The full absorption of experience in the current moment and the experiential approach to the positive psychology represents the flow. From the viewpoint of flow a good life is exemplified with the absolute absorption of the current moment of what an individual does. There is an experimental relevance between the optimal performances and flow. To comprehend the aspects which are bracketed together with flow helps to make most advantageous mental state available to the researchers. The usage of psychological skills and self-concept are envisaged to relate with the self reported states of flow. Affirmative relationships are originated between the aspects of self concept and flow, and the relationship between the psychological skills and flow. The stipulations to come into flow covers the 1) perceived opportunities and challenges for action, that elongate but don’t overmatch the skills which are existing; 2) unambiguous proximal objectives and quick feedback on the made progress. With these stipulations the experience unfurls from one moment to another and an individual enters into a subjecti9ve state with extreme and alert absorption on the current moments, aligning of the awareness and the actions, deficiency of the awareness of an individual as a social person (Dieser, Christenson & Davis-Gage, 2014).
Positive psychology concentrates on the mental health besides focusing on the mental illness. It can be seen that by way of this we can develop the extraordinary levels of happiness the nurture of the existing strengths such as kindness, optimism, originality, humor and generosity. These are signature traits and by implementing them wisely and often there is a transformation in the lives of an individual to a higher constructive plane. Positive psychology focuses on the outer self of an individual and promotes humankind to ensure the utilization of the traits of the human beings so that they can validate happiness (Leontiev, 2013).
To bring about a self-development in an individual a training program is necessary but before that we will analyze what we can do to development one’s self. The three foremost things that an individual should do is to 1) accept the situation which you cannot change, 2) avoid the things that will not help to achieve the desired goals and 3) be aware in the current moment. A programme should be developed to improve the deficits of self-awareness and psychosocial implementation. This is to be done for the best utilization of the emotions of an individual positively. The training program should develop the urge of an individual to face the circumstances in life currently and integrate the situations into positive views. The participants of the training program should be interested in taking new experiences and information and create an inclination to explore and also to develop themselves. They should have the joy to move forward off their limits and be innovative. They should blend the positive emotions with their loved ones. The process of self well being is associated with the employment, recreation, health (pain tolerance and subjective distress), and happy marriages. Mental health does not mean absence of illness mentally but it basically means the presence of higher levels of well-being (Banks, Welhaf & Srour, 2015)
A training exercise is to be taken to understand the mindfulness of people of certain age and profession. This training required participants from a certain background who lack the factors of positive emotions and are bogged down by the factors like anger, confusion, depression, unhappiness, etc. A sample size of 50 is to be taken where the participants are from different college and are aged between 24-25 years. They will be assigned to two different groups of meditational training, in which the first is simple meditation and the second is control group of book listening. There are certain steps that are taken up in two different training exercises. Both the training groups will be monitored by two facilitators who are experienced in this field for more than 10 years so as to assess the progression of the session. They will monitor each participant and assess their outcome to come down to a detailed result of each of the meditation training. The outcomes of both the exercise will be different because the participants are given two very different training models. But there will be significant change in the emotions and moods of the participants because they will experience reduced levels of fatigue, anger, confusion, stress, etc. It will be seen that the first group will be identifying with the positive psychology compared to the second group because meditation is far more effective than the control group (Moore, Gruber, Derose & Malinowski, 2012).
The Target Sample Is This Training Is Taken On The Basis People Who Are Interested In Taking Part In Meditation Training And Have No Prior Experience In The Field Of Mindfulness Meditation. The Participants Of The Training Volunteered Themselves For The Training. The Consent Was Taken From The Participants That The Training Session Will Be Either A Group Of Book Listening Or Will Be Assigned To Meditation. Sample Size Being 50, From Which 25 Of The Participants Were Allocated To The Control Group And The Other 25 Participants Were Assigned To The Group For Meditation. The Age Varied From 24-25 Years Of Age Of The Participants Who Were College Attending Students. (Ramsburg & Youmans, 2013)
The training of mindfulness is a model based on the basic skills of meditation. The first groups of participants will be allocated to meditation where they will be trained under a facilitator with more than 10 years of experience in this field.
Step1: A small group of four to five participants will be directed to close their eyes and relax and focus on the course of breathe.
Step2: If any thought comes up they will have to acknowledge it and merely let it go and bounce back to their meditation.
Step 3: Subsequent sessions of this training will be taken, in which the participants will develop some outcomes as each session will progress (Tan, Lo & Macrae, 2014)
In other session, the participants of the control group will be told to segregate themselves small groups of 5-6 participants where they will be told to listen to a movie in a compact disc.
Step 1: The beginning of the movie will be done in the first session, with the progression of the movie in each session.
Step 2: The participants will be instructed to switch off their cell phones any other electronic gadgets they have.
Step 3: A facilitator will be allocated to the groups to monitor each and every participants to assess their attentiveness while the task is on (Zeidan, Johnson, Diamond, David & Goolkasian, 2010)
The expected results may vary from each session and also from participants to participants. There may be decrease in the negative moods in the session. Both the groups’ participants will be seen to improve themselves from the first sessions to the last sessions. (Leontiev, 2013) mentions that the fatigues will be found to be less and also factors like depression, anger, tension ratings, confusion is anticipated to be found less. The meditation session will be more effective than the control group session. There will be reduction in the level of anxiety across the groups.
After the training program is taken by the participants the impacts of the session can be measured. It will be seen that the fatigues rates, depression rates, anger and other emotional rates will be reduced in a much more level for the first group in the first session, compared to the second group taking the first session. The control group’s status of mindfulness training will be less as compared to the group for meditation. The performance level will be increased in the second session of the first group. There will be a significant improvement of the verbal fluency in the meditation group but will show no measured impact for the control group. Performance for both the group will increase significantly for both the both groups. Marginal caution should be implemented in the session to signify the effect of the session (Dieser, Christenson & Davis-Gage, 2014)
With inexperienced participants in the training program the techniques of mindfulness by way of a short format of training are found to be consistent, with the participants who have proficient in meditating. The rigorous training for mindfulness has scored in compared to the dynamic control group. There was no negative side effects which can be seen after the training takes place but the protocol of the training geared promising effects on the multiple participants who required sustained level of attention and supervisory effectiveness and efficiency. It is to be noted that the group differed from in the outcomes as the process of training of the participants were taken place in two different processes (Nichols & Molix, 2013).
References
Banks, J., Welhaf, M., & Srour, A. (2015). The protective effects of brief mindfulness meditation training. Consciousness And Cognition, 33, 277-285. doi:10.1016/j.concog.2015.01.016
Bonanno, G., & Diminich, E. (2012). Annual Research Review: Positive adjustment to adversity – trajectories of minimal-impact resilience and emergent resilience. Journal Of Child Psychology And Psychiatry, 54(4), 378-401. doi:10.1111/jcpp.12021
Dieser, R., Christenson, J., & Davis-Gage, D. (2014). Integrating flow theory and the serious leisure perspective into mental health counseling. Counselling Psychology Quarterly, 28(1), 97-111. doi:10.1080/09515070.2014.944883
Leontiev, D. (2013). Positive psychology in search for meaning: An introduction. The Journal Of Positive Psychology, 8(6), 457-458. doi:10.1080/17439760.2013.830766
Moore, A., Gruber, T., Derose, J., & Malinowski, P. (2012). Regular, brief mindfulness meditation practice improves electrophysiological markers of attentional control. Front. Hum. Neurosci., 6. doi:10.3389/fnhum.2012.00018
Nichols, C., & Molix, L. (2013). Positive psychology as social change. The Journal Of Positive Psychology, 8(2), 165-167. doi:10.1080/17439760.2012.747218
Ramsburg, J., & Youmans, R. (2013). Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures. Mindfulness, 5(4), 431-441. doi:10.1007/s12671-013-0199-5
Schueller, S. (2010). Preferences for positive psychology exercises. The Journal Of Positive Psychology, 5(3), 192-203. doi:10.1080/17439761003790948
Tan, L., Lo, B., & Macrae, C. (2014). Brief Mindfulness Meditation Improves Mental State Attribution and Empathizing. Plos ONE, 9(10), e110510. doi:10.1371/journal.pone.0110510
Wilkinson, R., & Chilton, G. (2013). Positive Art Therapy: Linking Positive Psychology to Art Therapy Theory, Practice, and Research. Art Therapy, 30(1), 4-11. doi:10.1080/07421656.2013.757513
Zeidan, F., Johnson, S., Diamond, B., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness And Cognition, 19(2), 597-605. doi:10.1016/j.concog.2010.03.014
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